Perepelitsyna A.V.
THEORETICAL PREREQUISITES FOR DEVELOPING READINESS FOR SELF-EDUCATIONAL ACTIVITY IN TECHNICAL SCHOOL TEACHERS ^{[№ 4 ' 2025]}
The modern system of secondary vocational education places increased demands on technical college teachers, who must ensure the training of qualified specialists capable of working in rapidly changing professional and technological conditions. In this regard, the teacher’s readiness for self-education becomes particularly important, as it is a key factor in the quality of the educational process and the effectiveness of student training.The concept of ‘readiness’ is considered in philosophical, psychological and pedagogical terms as a systemic quality of personality, including motivational, cognitive, emotional-volitional and activity components; it is expressed in the ability to self-regulate, set goals and adapt to new conditions. ‘Self-education’ is interpreted as an independent, conscious and purposeful activity aimed at acquiring knowledge, developing skills and personal improvement; it implies the ability to plan one’s own educational path, critically evaluate results, adjust development strategies, take into account the requirements of the professional environment and personal goals. The self-education activities of a technical college teacher are applied and practice-oriented in nature, closely linked to the practical training of students; they include the mastery of modern educational technologies, the integration of innovative teaching methods, the development of mentoring skills and the continuous updating of professional knowledge. The readiness of a technical college teacher for self-education activities can be viewed as: a professional and personal characteristic reflecting the level of motivation, self-regulation and research competence; the result of mastering and applying modern pedagogical technologies and methods of self-education; an indicator of reflective and innovative activity in the organisation of the educational process; the basis for professional stability and the development of pedagogical autonomy; a condition for high-quality mentoring and support for students; an integral criterion for the success of a teacher’s professional development and the effectiveness of the technical college’s educational environment. As a result, readiness for self-education is defined as a comprehensive quality of a teacher’s personality that ensures their ability to continuously develop professionally, integrate practice-oriented approaches, and effectively fulfil the educational mission of the technical college.